Assignment 026 - For Unit 025

Unit 026 Understand how to Safeguard the well-being of children and young people
Assignment Produce briefing notes or a report for an induction

presentation aimed at new workers. The purpose of the presentation is to explain the importance of safeguarding children and young people. The presentation needs to cover the following sections. Sections 1 The main current legislation, guidelines, policies and procedures within own UK Home Nation for safeguarding children and young people. (Outcome 1.1) Section 2 An explanation of child protection within the wider concept of safeguarding children and young people. (Outcome 1.2) Section 3 A clear analysis of how national and local guidelines, policies and procedures for safeguarding affect the day-to-day work, both with children and young people and within the new workers work role.
(Outcome 1.3)
Section 4 An explanation of when and why the inquiries and serious case reviews processes are required, issues of how to share findings and implications for the workers practice. (Outcome 1.4) Section 5 An explanation of the processes used by own work setting or service that must comply with legislation that covers data protection, information handling and sharing. (Outcome 1.5)
INTRODUCTION TO SAFEGUARDING CHILDREN AND YOUNG PEOPLE FOR NEW CHILDCARE WORKERS
This report is an introduction to safeguarding children and young people for new practitioners in childcare. The report will provide new childcare workers with the knowledge to understand and support the safeguarding of children and young people and how we can help them to grow and develop in a safe environment, protected from any harm, abuse or maltreatment. As I understand the current legislation, guidelines, policies and procedures may vary between the four home nations in the United Kingdom. This report will focus on the current legislation, guidelines, policies and procedures that apply to settings in England.
Section 1 - The main current legislation, guidelines, policies and procedures within own UK Home Nation for safeguarding children and young people.
In England the main current legislations and guidelines that apply are: United Nations Convention on the Rights of the Child, Statutory Framework for the Early Years Foundation Stage 2008, Children Act 1989, Children Act 2004, Working Together to Safeguard Children 2010, Protection of Children Act 1999, Police Act 1997. Children Act 1989 This act was brought in to reform and simplify the existing laws protecting children and young people in the UK at the time. It gave children and young people equal rights, feelings and wishes, and that their welfare is paramount. It also made clear that local authorities have a duty to provide services for children in need, their families and others. Children Act 2004 The Children Act 2004 was brought about following an independent inquiry into the death of Victoria Climbi by Lord Laming. The Children Act 2004 does not replace but instead amends the Children Act 1989. It establishes Local Safeguarding Children's Boards with the power to make sure that social services, police, education services, the NHS and other services work together to protect any vulnerable children. Common Assessment Framework (CAF) which uses a holistic approach for assessing,
identifying and meeting individual needs in children and young people. Every Child Matters initiative that aims for all children and young people to have the support they need to achieve the five outcomes which are:
Be Healthy Stay Safe Enjoy and Achieve Make a Positive Contribution Achieve Economic Well-being
United Nations Convention on the Rights of the Child This legislation states that all children and young people have the basic right to be protected from harm while being able to learn and develop into adults. They also have the right to be heard and make their own choices. Early Years Foundation Stage 2008 Section 3 of the EYFS clearly states what settings must do to safeguard children and ensure suitability of adults who have contact with children. It also states under the Child Protection section that settings must have policies and procedures to safeguard children that are also in line with the Local Safeguarding Children Board (LSCB). Working Together to Safeguard Children 2010 This is a guidance that explains how we as practitioners, individuals and organisations need to work together and fully understand our responsibilities and duties while being able to work together to safeguard children and young people and families. What to do if you are worried a child is being abused 2006 This is a practise guidance made to help practitioners to work together to safeguard and promote children and young people's well-being and for anyone who works brings them close to children and young people, and their families. It explains step by step what you should do if you have any safeguarding concerns about a child or young person and what happens if next after reporting any concerns. Protection of Children Act 1999 This legislation's purpose is to ensure that there is a system in place that keeps a list of individuals identified as unsuitable for working with children and young people so settings do not offer employment to people on these lists.
Safeguarding Vulnerable Groups Act 2006 This act was set up after the Soham murders and requires that all those working with children and young people and vulnerable people register with the Independent Safeguarding Authority, who can then prevent unsuitable people from working with children and young people and vulnerable adults. Criminal Records Bureau The CRB was established due to the Police Act 1997 and the purpose of the CRB is to make it easy for employers to have access to individuals criminal records so they can decide if that person is suitable or not for the job, especially when working with children, young people and vulnerable adults. Settings are required to have their own policies and procedures on Safeguarding/Child Protection, Childrens Rights and Entitlements Statement, Health and Safety, Staffing and Employment. There will be a folder with all policies and procedures and it is recommended that staff take the time to read through and if possible make own copy to read in their own time. Safeguarding Children Policy It has a Children's Rights and Entitlements Statement policy statement detailing how we will work with parents, children and the community to ensure the safety of children to give them the best start In life. How to carry out the policy by promoting children's rights to be strong, resilient and listened to and creating an environment that encourages children to develop a sense of self, independence, self-confidence and vocabulary to resist inappropriate approach. It states that we will help children develop and sustain satisfying relationships with their peers, families and other adults. Working with parents to build their understanding and commit safeguarding all our children. List of legislation and guidelines, and liaison with other bodies such as LSCB, Ofsted, NSPCC. Pre-School Learning Alliance list of key commitments. Health and Safety Policy The aim of our settings health and safety policy is to make staff, parents, children and young people aware of health and safety issues and to minimize hazards and risks to enable the children to thrive and develop in a safe environment. It should have a designated health and safety officer followed by a very long list of method of procedures used to achieve a safe and stimulating environment for children in the setting. It will cover methods of the following: Daily Risk Assessments, Awareness Raising, Children's Safety, Security, Windows, Doors, Floors, Kitchen, Electrical/Gas Equipment, Storage, Outdoor Area, Hygiene, Activities, Food and Drink, Outings and Visits, Missing Child, Animals, Fire Safety, First aid and Medication, Accident Book and Dealing With Incidents, Administration of Medication and Sickness, Safety of Adults, Records, National Standard 6: Safety, National Standard 7: Health.
Staffing and Employment Policy This policy and procedure has methods that will explain the staff:child ratio's for every age group in a setting and that every child will have an assigned key person. Every room will have least two members of staff present at all times with at least one being a Level 3 qualified member of staff and first aid qualified. Regular supervision meetings and appraisals will take place to support staff and their work. Additional training is offered to staff. Regular staff meetings will take place once every month as well as room meetings. Staff and volunteers are required to be enhance CRB checked before granted access to children.
Section 2 Explanation of child protection within the wider concept of safeguarding children and young people.
Safeguarding is much more than protecting children from neglect and abuse, and that we have a responsibility in our role as practitioners to also promote health and safety to protect all children and young people. Children and young people will be able to achieve and reach their full potential if we can keep them safe. It is a responsibility of ours that we can keep children and young people safe from accidents, different forms of crime and bullying, old dangerous environments such as traffic and new dangerous environments such as cyberspace. It is also important for us to actively promote the welfare of children and young people in a healthy and safe environment, i.e. in our setting through risk assessments, understand and manage new risks, address any threats to the safety of children and young people. Making sure indoor and outdoor environment, toys, equipment, during play is always clean, safe and a hazard free. Safe places for children and young people to meet their friends outside of school, i.e. homework, holiday and after school clubs. We should also work together with others and undertake multi-agency approaches I.e. a Common Assessment Frameworks for those who may have been identified as being behind in their development, to give them the best opportunity to enjoy childhood, achieve and reach their full potential. Effective communication sharing is also vital to keep children safe from harm, i.e. a concern about the welfare of a child in a setting should be reported, and then be able to decide with colleagues what steps to take.
Section 3 - A clear analysis of how national and local guidelines, policies and procedures for safeguarding affect the day-to-day work, both with children and young people and within the new workers work role.
In this section of the introduction pack, I will offer analysis on how national and local guidelines, policies and procedures provided in our setting affect our
work role in the day to day safeguarding of children and young people. The Department of Education have an overall responsibility for safeguarding and children's protection in England and provide local councils and authorities with statutory and non-statutory guidance. The guidance is then used as the platform for creating policies and procedures in our setting. All settings will have policies and procedures that cover safeguarding and all of the aspects of child protection including health and safety. In our setting the Safeguarding and Child Protection procedures affects how we apply ourselves as professionals. It starts by listing the legal frameworks and legislation for example the Children Act 1989 and 2004 (ECM), Protection of Children Act, Data Protection Act 1998 and then followed by a list of legal guidance such as those listed in section one above. The policy states that we will aim to carry out the policy by promoting children's rights, encourage children to develop, promote their self-confidence, speech and language for them to use vocabulary to protect themselves from anything they feel is inappropriate. This affects us as it is our duty to help children develop these skills. Child Protection The policy states that volunteers and candidates for paid employment within the setting are to be enhanced CRB checked with the Criminal Records Bureau to ensure that no one unsuitable works at the setting or gains access to children. This will affect any new worker as they will be required to call the CRB and request an enhanced CRB check before being given a start date, if they proven suitable for the job and this could take as long as two to three weeks. If anyone such as myself cannot provide a clean enhanced CRB check then that would have made me unsuitable to work with children and young people. We have a staffing and employment policy which states like the EYFS 2008 and 2012 statutory guidelines - that at least one member of staff in a room with even one child must have a Level 3 NVQ/CYWP qualification or this would be breaking the law, therefore volunteers and staff members who have not obtained Level 3 NVQ/CYWP do not work unsupervised. This affects myself as I am not yet Level 3 qualified and will always need to ensure that there is another member of staff with me that is Level 3 qualified when in the room with a child. Settings will have visitor procedures for recording the details of visitors to the setting and security steps to ensure that staff have control over who comes into the setting so no one unauthorized can gain unsupervised access to any child. Heath and Safety The health and safety policy and procedures affect us as it is our duty to be able to provide a safe and healthy environment for children,
young people and families, staff and volunteers and make others aware of health and safety. We are required to carry out risk assessments of every room on a daily basis to ensure its safe, and that any equipment and materials are also safe, that security measures are in place, the environment is free of any hazards and room temperature is suitable. If something isn't safe then I would need it to be removed from being accessible to children. Measures are even in place to prevent children from trapping their fingers in the door, normally a member of staff will hold the door until every child has gone through it. Plug sockets not in use are protected by a childproof safety cover. The policy affects us in that it states again that we must have a clean enhanced CRB check to be deemed suitable to work with children and young people, and that we must ensure that there are two adult staff present with the children at all times and within ratio numbers. We as adults must also encourage and promote health and safety to the children i.e. using walking feet indoors. We need to ensure that security measures are in place and that arrival and departure times of children, staff and visitors are recorded. We ensure there are security systems in place to prevent unauthorized access to the premises and to prevent children from leaving unnoticed. What procedures we need to take if we are to go on outings with children, i.e. forest school, risk assessment of the environment being used for an outdoor visit, emergency mobile phone, first aid kit and staff on the trip being qualified first aiders and parents always sign consent forms for their children to go out on outings. The ratio is one adult for every two children on outings. Accident book and how to report an accident, such as full name of child, time and date, circumstances and any injury (red mark, graze, no mark visible etc.), treatment, who dealt with the accident, witnesses (staff in the room who saw it), and the box for the parent or guardian to sign when collecting child. Medication book needs to be completed on arrival by the parent for consent. We require name of prescribed medicine and doctor, time and date, what type of medicine and how much should be given. This form is signed by a Level 3 member of staff administrating the medicine, while being witnessed by another member of staff who then must also sign the book as a witness. Staff can only administer prescribed medication. Parents need to sign the form on collecting their child to acknowledge the administration of the medicine. We have a sickness policy that states that if a child becomes unwell or has head lice while at our setting then a parent or authorized guardian or adult are
notified. Good hygiene practice with any bodily fluids is carried out at all times, i.e. aprons and gloves and use of nappy bags to dispose of waste or fluids. In accordance to the National Standards for Daycare the setting will keep records of names and addresses of all staff and records of employment with the setting including application forms, references, checks undertaken etc. The names of children, addresses and telephone numbers of parents and authorized adults who can also collect them from the setting, emergency contact details in case of an illness or accident. It also keeps allergies, dietary requirements and illnesses of children. The times that children, staff, volunteers and visitors are expected to attend the nursery. Accident and medicine administration records. Parental consent for outings, medicine administration, any emergency treatment and incidents.
Section 4 An explanation of when and why the inquiries and serious case reviews processes are required, issues of how to share findings and implications for the workers practice.
It is societys duty to protect children and young people from abuse or avoidable accidents or even death but if the legislation, policies and procedures are not working and fails to protect children and young people then that is when an inquiry or a serious case review is required. It is then absolutely vital that the reasons and causes of failure to protect them are known and dealt with so such incidents cannot ever happen again. If a child dies due to suspicious circumstances such as abuse or neglect then a serious case review is initiated by a Local Safeguarding Board and local authorities such as the police and other agencies become involved. Serious case reviews are discussed between all agencies involved so it can be determined what lessons are there to be learned, highlight mistakes and address what changes should be made to the ways some agencies, services and professionals work together if it is found that are not able to work together as they should be. After a report is published with recommendations to changing legislation and guidance to prevent incidents from occurring again, which in turn can mean a change in policy and procedures and the way we need to carry out our duties.
Section 5 An explanation of the processes used by own work setting or service that must comply with legislation that covers data protection, information handling and sharing.
The Data Protection Act 1998 places responsibilities on organisations such the settings we work in to be responsible when it comes to protecting the data of others, handling and sharing personal information. We have a Confidentiality
policy and procedure that complies with the Data Protection Act 1998 and Human Rights Act 1998 protecting individuals rights to privacy. Any personal information on a child and it's family is kept safe and locked away in the office in accordance to the Data Protection Act 1998. The setting keeps two records on children. It keeps a developmental record which includes observations and summary reports, action learning plans, samples of work, milestones or achievements met i.e. learning journey and belong locked away in a cupboard in the appropriate room i.e. pre-school room. Information needs to be kept up to date, accurate and secure and used only when needed. The setting also keeps a personal record of a child such as registration and admission forms, signed consent forms, correspondence concerning the child and family, reports from meetings, information from other agencies concerning a child, records of contacting family, observations by staff and any issues involving child such as protection issues or developmental concerns. The personal records are locked away in a filing cabinet and kept secure by whoever is in charge. Such information needs to be kept up to date, accurate and secure and only ever used when needed, i.e. the need to contact a parent. Parents have access to their own child's file. We as members of staff will not discuss personal information In regards to a child or family unless it affects a child's developmental needs, i.e. 'mum would like their child to use the potty more today' or 'use the big toilet'. Sometimes we may be required to share information, for example if we have a concern that a child may be suffering significant harm or a reasonable cause to believe a child is suffering from harm is not clear. Perhaps even a concern about the welfare of another adult i.e. such as domestic violence or something outside of the setting affecting them. Parents may request in writing to the setting manager access to any personal records on their child and family. The setting will provide access within 14 days. Any third parties (possibly a family member, health authorities, social workers etc.) involved are also written to stating that a request has been received to disclose personal information and ask for permission to disclose to the person requesting it. If disclosure is refused by an agency then a parent will have to go directly to the agency. New members of staff are shown around the setting and are also shown the fire evacuation procedures and the meeting area as well as every now and again there are practice drills and a fire evacuation procedure on the wall in every room detailing the procedure for each room.
Thank you for taking the time to read this introduction to safeguarding children and young people aimed at new childcare workers.
Answer the following questions.

1)
Why is it important to safeguard children and young people? (outcome 2.1)

It is important that we safeguard children and young people for them to be happy and enjoy life, and if children and young people are enjoying themselves then they are more likely to reach their full potential later on in life. No child or young person should have to experience any abuse be it physical, emotional, sexual or neglect. It is also important that we can recognize the signs and symptoms of physical, emotional, sexual abuse or neglect and those with disabilities are over three times more as likely to experience either neglect or abuse according to the National Working Group on Child Protection and Disability study in 2003.
2)
Explain why a person-centred approach is important in safeguarding the well-being of children or young people. (Outcome 2.2)
It is important that we use a person-centred approach as all children and young people are different individually and therefore have different needs to be met. The Every Child Matters framework sends out a message to all of us working with children, that each and every child is a unique individual and that it is important that we as practitioners make sure that they have all the support they need from us to grow, develop and achieve the five outcomes which are: Being Healthy Stay Safe Enjoy and Achieve Make a Positive Contribution Achieve Economic Well-being
The United Nations Convention on the Rights of the Child sets out that all children and young people should have the opportunity to have their voice heard and that we should offer them the platform whenever possible. For example during story time they will be given the chance to tell their friends what activities they enjoy, or when setting up the room children can be given the opportunity to choose an activity or what toys they would like out, this is child centred approach to play and it is important to maintain a balance between the adult-led weekly planning and child-initiated play. We can give children a sense of belonging by granting them their wishes when it comes to activities in the nursery and offering a child centred approach is one way of helping children have their voice heard.
3)
Explain what is meant by partnership working in context of safeguarding. (Outcome 2.3)

Partnership working in the context of safeguarding means that for us to promote the safeguarding and well-being of children, it also depends on effective partnership working between professionals such as health, education, children's social care workers, voluntary workers and agencies including justice services. Professionals and agencies have different roles and expertise and it is important for them and us to be able to work together, effectively to intervene and help vulnerable children. For example we have the Common Assessment Framework which when used by a practitioner I.e. key worker in a nursery setting, aims to identify the needs of a child who may be behind in certain aspects of development. It has been designed so that the family, professionals and agencies work together, discuss the needs of the child, and to reach positive outcomes. Every Child Matters framework also focuses on partnerships working at all levels including a duty to work together to promote the well-being of children and young people, as well as make arrangements to safeguard and promote the welfare of children and young people. ECM also aims to ensures that Local Safeguarding Children Boards, local directors of children's services to co-ordinate local government services, a children's commissioner, work reforms, CAF framework for early intervention are all in place and that we can all communicate and work together to deliver effective partnership working for children and young people's safeguarding and well-being.
4)
Complete the table below describing the roles and responsibilities of different organisations that may
be involved when a child or young person has been abused or harmed. (Outcome 2.4)
Name of Organisation Social services Role of Organisation The role of Social Services staff is to work with and provide needed support and services for children, adults and families struggling with every day life. They can provide support directly or arrange for other agencies to provide. The role of the NSPCC is that it provides direct service for children, educational resources, and campaigns to put an end to child abuse. It will work in partnership with other agencies. The organisation can also offer advice and training to professionals working with children. Health visitors provide support and guidance to parents, carry out assessments of a child's development. They will also work closely with other Responsibility Social Services staff have a responsibility to children and families in need to assess needs and provide support. They are also responsible for providing services, welfare, safeguarding and protecting the well-being of children, young people and vulnerable adults.
NSPCC (National Society for the Prevention of Cruelty to Children)
The NSPCC have a responsibility to focus on helping children who are in danger and distress. The NSPCC staff have a responsibility to identify and prevent cruelty to children. It has a responsibility to ensure an appropriate speedy response in all cases where children are alleged to be at risk of abuse or neglect of any form.
Health Visitor
It is a health visitors responsibility to carry out checks and if necessary, will improve the health of babies and young children under the age of 5 years old. If a child is felt to have additional needs it is then a health visitors responsibility to decide how they would best be
professionals such as Sure Start children centre workers and visit settings when they assess children. GP's work in the community and they provide a spectrum of care for families. They act as the gateway for other health services. They are normally the first people families take their children to see when they have health problems and therefore a GP may be the first person that identifies any possible abuse of a child. The probation services role is supporting people with criminal convictions to be rehabilitated back into the community. Their key role is monitoring those convicted of an offence against children. The role of the police is to protect the public and to prevent crime by upholding the law. They will investigate child abuse cases and bring justice to those who break the law. The police met, for example referring a child to a speech and language therapist, arrange access to support groups. GP's not only have a responsibility in safeguarding and promoting the well-being of children and young people, but they have a responsibility to ensure that the staff they employ are also trained in safeguarding and promoting the well-being of children and young people. If a GP has concerns that a child may be at risk of significant harm, then they have a responsibility to follow procedures and provide a report for a child protection conference where it is then decided whether a child is at risk of significant and what protection should be put In place. The probation service has the responsibility to ensure that those who are rehabilitated back into the community do not pose a threat to children and young people.
GP (General Practitioner)
Probation
Police
The police have a responsibility which involves detection and prevention of crime. In relation to safeguarding children it is the police's responsibility to protect children and ensure that the welfare of children is paramount while also undertaking a multiagency approach i.e. working with social services in safeguarding a child. They have a
will gather information and work together with other agencies. They also have power under legislation to enter any premises to ensure that that individuals are protected from harm. The role of staff in school is that they are to create and maintain a safe learning environment for their pupils, while protecting and safeguarding their children. Staff should know how to pass on information and to whom, i.e. safeguarding and child protection officer if there are concerns about the welfare of a child. The school should have a safeguarding policy and procedure in place which also covers bullying and that staff play an important role in making their pupils aware that certain behaviour is not acceptable towards them and how to keep themselves safe. The psychology service committed itself to supporting responsibility to also investigate all reports of child abuse and neglect and identify those responsible, gather the best possible evidence. To take immediate action to ensure the safety and welfare of a child whilst offenders are then held as accountable through the criminal justice system. All staff working in schools and other education first responsibility is the welfare of a child in their care. The safeguarding and protection of children and young people is paramount while they are on the premises. It is also the responsibility of the schools that all staff receive the proper safeguarding training, so they are familiar with indicators of abuse and what to do if they are worried that a child is being abused or is at risk of significant harm. If a staff member has any concerns about the welfare of a child or suspects another member of staff of child abuse then they need to pass this onto the appropriate person I.e. the designated safeguarding and child protection officer. The designated person then has a responsibility to contact social services.
School
Psychology service
The responsibilities of the psychology service is to promote the psychological well-being, the
children and who have experienced abuse, harm and neglect. Their role is to work together with other professionals i.e. those from an Early Years setting to assess children and young people to identify if they have suffered abuse or neglect, experienced domestic violence and address appropriately. Adult Mental Health Service The Adult mental health service role is to help adults who may suffer from mental health issues, alcohol, substance abuse or learning difficulties. They will also collaborate with children's social care services, health visitors and a families general practitioner if a child in their care is at risk. Settings such as children centre's, nurseries, preschools, playgroups, or services such as childminders or a nanny all play an important role in the lives of young children. They all have a duty to safeguard and proper development and the rights of all children and young people including those with additional needs. They also have a responsibility to help and support parents, families, teachers, and professionals from other organisations that are responsible for the welfare of children and young people. They have a responsibility to address the problems of children and young people who are identified to of suffered from abuse or neglect, domestic violence, additional needs or other mental health problems by using a care plan and providing treatment services. Adult mental health services have a responsibility to safeguarding children and young people if they become aware of or identified a child suffering or likely to be at risk of significant harm because of an adult or parent, parent to be who may be mentally ill and have problems such as alcohol or substance abuse, or learning disabilities. Staff also have a responsibility to be aware of indicators of abuse and neglect to children and refer families for additional support in line with their local child protection policy and procedures. Early Years professionals have a responsibility to safeguard and promote the well-being of children in their care and to provide a safe learning environment for them to achieve the five outcomes of Every Child Matters. There is a responsibility to also promote good health and take necessary steps to prevent the spread of infections and diseases, taking appropriate action if a child becomes ill.
Early Years Settings and Providers
promote the wellbeing of children by following legislation, guidelines and policies and procedures and how to implement these in their day to day work. If children and young people are safe and happy then they are more likely to reach their full potential later on in life. Settings have a responsibility that all staff and those working with access to children are suitable by undergoing an enhanced CRB check before starting work. All staff should have up to date knowledge of safeguarding and know what to do if they suspect that a child is being abused or is at risk of significant harm, or that they suspect that another member of staff is neglecting a child.
Write a report explaining the importance of ensuring children and young peoples safety and protection in the work setting. The report needs to cover the following sections; Section 1 Introduction Explain why it is important to ensure children and young people are protected from harm in the work setting (Outcome
3.1)
Section 2 Describe the policies and procedures that are in place to protect children and young people and the adults who work with them (Outcome
3.2)
Section 3 Explain how practitioners can take steps to protect themselves within their everyday practice in the work setting during both on-site and off-site visits. (Outcome 3.3)
Section 4 Research, evaluate and explain ways in which concerns about poor practice can be reported, including protective measures for whistleblowers and those whose practice or behaviour is being questioned. (Outcome 3.4)
WHY IT IS IMPORTANT TO ENSURE CHILDREN AND YOUNG PEOPLE ARE PROTECTED FROM HARM IN THE WORK SETTING
This is a report on understanding the importance of ensuring that children young people in our care are protected from harm and any risks in our settings. My report aims to also cover policies and procedures that we use in our settings to achieve high standards of protecting children and young people as well as adults. It will also aim to cover what we must do to protect to not only safeguard and protect children but to also protected ourselves as practitioners during our every day practice while we care for children and young people. This report will also evaluate and explain ways in which concerns about poor practice 'whistle-blowing' can be reported, and how to protect whistle-blowers and those who's practice or behaviour towards the children in our care is being questioned.
Section 1 Introduction explaining why it is important to ensure children and young people are protected from harm in the work setting
Anyone who works with children and young people have a responsibility to first and foremost protect them from harm. We are entrusted by parents with the expectation that my colleagues and myself will keep their children from harm. It is also important to ensure that children and young people are protected at all times in our setting as they will not have the strength or the knowledge on how to protect themselves and we as their carers are there to help them achieve this. By actively promoting their welfare in a healthy and safe environment, we can protect children and young people from accidents and provide the security for them the opportunity to learn, achieve and progress towards their full potential.
As practitioners we have access to our own settings policies and procedures in place to help us in our responsibilities of protecting children and young people from harm and to provide the healthy and safe environment needed for them to enjoy life, have the opportunity to learn and achieve and lay down the foundations for them to fulfil their potential later on in life. Some of the policies and procedures in our setting are Safeguarding and Child Protection which links in with legal frameworks such as primary, secondary legislation and guidance, promoting children's rights to be strong and listened to, working with agencies i.e. local safeguarding children board, responding to all incidents, building a culture of safety, responding to suspicions of abuse, allegations against staff, training and promoting safeguarding awareness, recording suspicions of abuse and disclosure, supporting families and confidentiality. We have a behaviour management policy which helps us to teach children in our setting to be kind to others, methods to promote and demonstrate positive behaviour and for us to meet their personal, social, emotional needs so that they can flourish. It lists the kind of behaviours and strategies that will help us deal with inconsiderate or hurtful behaviour to prevent children from harming themselves or their peers and what to do if a child is bullying another child. Health and Safety which covers everything from insurance cover, risk assessments, awareness of safety, children's safety and security, windows, floors, doors, kitchen, equipment, storage, outdoor areas, health and hygiene, activities, food and drink, outings and visits, missing children, fire safety, first aid and medication, sickness, safety of adults, records and national health and safety standards. We have a Food and Drinks policy which aims to meet the full requirements of the National Standards for Day Care on Food and Drink, which covers meeting the dietary needs of children and young people, and that we can accommodate for those who have food and drink allergies. It is important that we familiarise ourselves with the policies and procedures in our settings to protect children and young people from harm and undergo training.
Section 2 Description of the policies and procedures in place to protect children and young people and the adults who work with them
In this section of the report I will once again go over the policies and procedures that are in place to protect children and young people but also ourselves i.e. adults, practitioners that work with them in more detail. They
are in place to protect ourselves and children but it is also important that we follow safe practice and abide by legislation and guidelines as well as our policies and procedures. Any disclosures by a child is to be taken very seriously regardless if it turns out to be a false claim. We need to show children and young people that we will listen to and reassure them that action will be taken. If a disclosure has been made then we need to record every detail of the disclosure including full name of child, time and date, when and where the disclosure took place, any other names mentioned in relation to alleged abuse, name of staff the child disclosed the information to. Then we would need to inform the designated safeguarding and child protection officer. I will now write about and explain policies and procedures we have in our setting that are in place to protect children and young people and the adults that work with them. Safeguarding and Child Protection Policy and Procedure This policy and procedure begins with a statement of intent describing the key commitments of the pre-school learning alliance. The key commitments are 'building a culture of safety' in which children are protected from harm. To respond appropriately and quickly to all incidents and concerns of abuse that may occur. To work with agencies using procedures from the 'what to do if you're worried a child is being abused 2006' guidance. The alliance is committed to promoting awareness of child abuse through safeguarding training and learning programmes for adults. The alliance aims to carry out the policy by promoting children's rights to be strong, resilient and listened too by also creating a safe and healthy environment. Its aim is to enable children to have the self confidence and vocabulary to resist inappropriate approaches. Next is the section 'Responding to suspicions of abuse' where the policy acknowledges that abuse in children can take different forms such as physical, sexual, emotional, and neglect. These may be demonstrated through their behaviour, appearance or the things they say during play. If there are any concerns then we are to record and date the details of the concern and discuss with the designated safeguarding and child protection officer in the setting. The policy says that we are not to question children or talk to a child in a way that could influence the outcome of any safeguarding issues. In the next section entitled 'Allegations against staff' parents are aware of how to make a complaint about a member of staff or volunteer. The setting works within Local Safeguarding Children Board (LSCB) guidelines when there is a complaint. If there is a disclosure by staff or child that abuse by another of member of staff has taken place then details of any alleged incident is
recorded. Complaints are referred to local authority social services immediately so it can be investigated. The setting will co-operate with social services and the police if there is an investigation while the member of staff is suspended not an admission that the incident did actually take place - on full pay to protect the staff, families and children during the investigation. If a member of staff is dismissed for misconduct relating to a child then the employer has a duty to protect children, young people and adults by reporting that staff member to Department of Health so their name is added to the List of Protection of Children and Vulnerable Adults. The policy states that the setting will seek out opportunities to train all staff so that they can recognise any signs, symptoms and indicators of possible physical, emotional, sexual abuse and neglect. The setting ensures that all staff know the procedures for reporting and recording their concerns in the setting. Layouts of the rooms ensure that no staff member is left alone with a child and that there is always staff supervision. If we need to take the child to the toilet, change a nappy, or clothes or treat an accident then we need to always make sure there is another member of staff present as a witness to protect ourselves from allegations that may not be true. The policy describes what to do if a child makes a disclosure and what the member of staff must then do. We must offer reassurance and listen to the child, and let them know that action will be taken without questioning the child. The member of staff then needs to make a record of the disclosure by writing down: the child's name, address, age, date and time of the disclosure, exact words used by the child, name of the person the disclosure was reported to with date and time and anyone else who was present. Parents are informed at the same time a report is made but in some cases the LSCB may not allow this. Confidential information such as the investigation can only be shared by those who need to know while the setting continues to welcome the child and family.
Health and Safety Policy and Procedure The policy aims to make the setting a safe and healthy environment as the health and safety of children is paramount. Therefore children, staff, parents and volunteers are made aware of any risks and hazards to health and safety to minimize hazards and risks to enable children to thrive.
The designated health and safety person in the setting undertakes health and safety training and regularly updates knowledge. Risk assessments cover adults and children and includes: checking for hazards and risks indoors and outdoors on a daily basis before sessions start. We are to make children aware of health and safety issues during activities, for example 'please use your walking feet'. The setting operates a no smoking policy. For children's safety purposes, all staff are enhanced CRB checked and cannot start work until a satisfactory CRB check has been received. Adults do not to supervise children on their own, and that there should always be two members of staff in a room when there is children. All children are supervised by adults at all times. Security systems are in place for children and families that come into the setting and leave and we record the date and times that they arrive and leave. Security systems prevent unauthorized access to children while at the same time prevent children from leaving the setting unnoticed. Windows are made to be safe and positioned where children cannot climb through them. Floors are checked to make sure that they are clean and not damaged and wet. We will also take steps to prevent children from trapping their fingers in doors. The policy then explains that children should not have access to the kitchen. At least one person should have a valid Food Hygiene Certificate. Staff must follow the 'Safer Food Better Business' guidelines from the Food Standards Agency. The person in charge and the person responsible for food preparation understands the principles for 'Hazard Analysis and Critical Control Point' as it applies to their business. This risk assessment applies to purchasing, storing, preparing and serving food to prevent contamination and bacteria. We make sure all surfaces are cleaned and that there are separate areas for washing hands and washing up. Cleaning materials and other materials are out of children's reach. If we do a cooking activity with children then they are to be supervised at all times and not allowed access to electrical equipment. Children are not to walk around with food and drink during snack and meal times while systems are in place to prevent children coming into contact with food and drink that they have allergies to. Fresh drinking water is available at all times. Children are to be taught not to touch fires, heaters, electrical sockets, wires and leads and they should all be properly guarded. Heaters are checked daily to make sure they are not covered and the temperature of hot water needs to be controlled to prevent adults and children from scalding themselves.
All resources and materials in our setting is to be stored safely to prevent them collapsing or accidentally falling and causing harm to anyone. The policy states that the outdoor area must be fenced securely and is checked on a daily basis for risks and hazards as part of a risk assessment, and that any rubbish is cleared and animal faeces removed. Adults and children are alerted to any poisonous plants. The sandpit needs to be covered when not in use and all outdoor activities to be supervised at all times. The policy covers hygiene and states that the setting keeps up to date with latest recommendations of the Environmental Health Department. Our daily routines teach children to learn about healthy personal hygiene. Toilet areas have a high standard of hygiene including washing hands and drying facilities and disposal of nappies. We need to promote hygiene by regularly cleaning tables between activities, before snack and meal times, clean toilets regularly and wear protective clothing when dealing with bodily fluids. The policy covers activities and any equipment is checked before purchase and appropriate for the age group. The way activities are set up in the room allow us to move around safely and freely. Equipment is checked that it is safe and clean and that any dangerous items are discarded. Materials are to be non-toxic. Physical play needs to always be supervised so an adult can step in if necessary. The policy makes clear that children learn about health, safety and personal hygiene through the activities that we provide them and the daily routine. Every setting has an accident book and all staff should know how to complete an accident form should a child have an accident at the setting. When filling in an accident form a member of staff must write down the full name of the child, the date, time and whereabouts the accident occurred and what if any injury is there to the child. Followed by what treatment was used i.e. cold compress and comfort, and name of staff that dealt with the accident and witnesses (other staff in the room who saw the accident). The form must be signed by whoever is collecting the child at the end of session. Every setting will have child on entry forms for children who arrive in the setting with an injury which need to be completed by a member of staff and parent to protect ourselves. The setting follows the guidelines of the Reporting Injuries, Diseases, and Dangerous Occurrences Regulations (RIDDOR) to comply with legal requirements for the safety of employees. Any dangerous occurrence that can cause injury must be reported to the Health and Safety Executive. If an accident to a member of staff that requires treatment by a GP or the hospital then this must also be reported to the HSE. Dangerous occurrences are recorded in the settings incident book. Inside this book is access to phone numbers for emergency services including local police, gas and electricity
services, plumbers, carpenters in case of a health and safety hazard occurs. All incidents are recorded and reported to the HSE.
Section 3 How practitioners can take steps to protect themselves within their everyday practice in the work setting during both on-site and off-site visits.
For us to be able to protect ourselves while working in the setting we need to be fully aware of the policies and procedures, legislation and guidelines of working with children and young people. We also need to safeguard ourselves. In my everyday practice I need to make sure that I carry out a risk assessment of the room before session starts and this may cover indoor and outdoor areas i.e. garden, to ensure a safe and healthy environment for our children to enjoy life, achieve and progress in their learning and development. I need to make sure that I am never alone with a child a room or in an area where the view is blocked for example taking the child to the toilet or changing a nappy. There always needs to be a minimum of two members of staff present in a room with children at all times and at least one staff member in the room with a valid first aid qualification. For children's work, we have guidelines from the policies and procedures that are strictly followed for taking photographs. that If a parent is late picking up a child past closing time, then two members of staff need to stay with that child until parent or guardian collect. Children are signed in on the register as soon as they arrive and we constantly keep track of numbers of children and adhere to ratio, and we have a whiteboard where which will get updated when a child arrives or departs from the setting, for accidents and medication. Fire evacuation procedure is on the wall in every room in the setting and it is important that we familiarise ourselves so that we are confident in what to do in the event of a fire drill or alarm. If a child comes in with a visible mark that occurred outside the setting then we must complete a child on entry form with the parent and we need to do this so no one can turn around and say 'well he or she got it at nursery'. If an accident happens inside the nursery then it needs to be written into the accident book even if there is no visible mark. If a child has a toileting accident or requires a nappy change, gets wet or messy through play, then we need to assist the child in changing into clean clothes otherwise this would be classed as neglecting the welfare of a child.
We must also protect ourselves from invisible bacteria and fluids by wearing disposable apron and gloves when changing a child. We must also respect a child's privacy during these moments. We need to make ourselves aware of the allergy and dietary needs of a child in our care, and make others aware so they are not served food or drink that they cannot have, and that they are accommodated for with appropriate alternative, i.e. a dairy free version of a product if that child cannot have dairy. When going on outings with children for example a trip to the beach or a forest school session, it is important that a member of staff performs a risk assessment of the area to make sure it can provide a safe and healthy environment for our children to enjoy and achieve. Children are only permitted to take part in the trip when the parent signs a consent form or letter. We must also make sure that we bring the appropriate equipment with us such as a mobile phone, tissues, wipes, spare clothing, first aid pack, disposable gloves and aprons, food and drink. We must use a high ratio policy and assign named children to a member of staff to ensure their safety.
Section 4 Research, evaluate and explain ways in which concerns about poor practice can be reported, including protective measures for whistle-blowers and those whose practice or behaviour is being questioned.
Every setting will have a whistle-blowing policies and procedure which should be followed by anyone who has any concerns about poor practice by another member of staff. If I were to have a concern about the practice of a fellow member of staff that is affecting others then it would be my duty to approach and disclose my concern to my supervisor, manager (also the designated child protection officer) or line-manager. It can be shared verbally or in writing however I would need to make myself aware that by doing this I am actually going down the path of following the whistle-blowing procedure. I would think long and hard before reporting any concerns. I would need to write down the details of poor practice, date and time, names, witnesses, area of the incident. Concerns are dealt with as soon as possible by management, impartially and confidentially to protect the person who has initiated the whistle-blowing procedure, and the other member of staff concerned. Management need to take care when carrying out any investigation and protect employees, avoid alerting other employees who may warn the employee that this concerns, record all information and keep all records secure and confidential. Support is offered to both the whistle-blower and the employee concerned. To protect employees no action is taken if the concern was reported in good faith but turns out to be untrue. However if the allegation by the whistle-
blower is found to be malicious and for personal gain then the person who blows the whistle may be subjected to disciplinary action. If anyone suffers or loses their job as a result of whistle-blowing then they will be protected by the Public Interest Disclosure Act 1998.
In the context of safeguarding , write a report to describe then possible signs, symptoms, indicators and behaviours that may cause concern (Outcome
4.1)
It is important that we as practitioners receive the most up to date training in safeguarding as the signs and symptoms, indicators and behaviours of abuse in children and young people can come in different forms, and they are physical abuse, emotional abuse, neglect and sexual abuse. The forms of physical abuse can include signs and symptoms such as unexplainable recurrent injuries or burns, missing hair, a child running away from home, fear of going to the doctors or hospital for a medical examination, fear of contact with others and being touched, or clothing that covers injuries especially when the weathers hot. The physical injuries that indicate that a child has been abused could come in the form of pinch marks or bruising to the ears, bruising around the eyes, cheeks or face, including finger marks. Bruising around the neck or marks that indicate abuse there, i.e. grasp. Bruising and grasp marks around the chest area and on the shoulders. Bruising, burns and grasp marks to the arms. Burns and scalds to the hands. Bruising to the genital area. Bruising, scalds and burns, or an outline that indicates that a belt has been used to the buttocks area, thighs and back. The signs of emotional abuse can include low self-esteem, lack of confidence or speech problems and therefore find it difficult to make new friends, unexplained toiletry accidents when previously trained, upset after making a mistake, self-harming or mutilation (biting self and head banging) and other behaviour difficulties such as stealing, lying, being demanding, attention seeking and tantrums. A child suffering emotional abuse may show inappropriate affectionate behaviour to an adult that they do not know by sitting on their lap or cuddle them. They may show that they have an inability to have fun and enjoy life, and show comfort seeking neurotic behaviour such as sucking own thumb, rocking back and forth. Sexual abuse and the possible sign, indicators could be that a child has a sexually transmitted disease, discomfort, cuts, marks or abnormal swelling there they should not have it, i.e. bottom or genital area, pains when passing urine, blood stains on underwear. Other signs include urinary tract behaviour, vaginal discharge. Behaviours of sexual abuse may include acting out in a sexual way and saying things that are sex
related and inappropriate for their age, drawing pictures they shouldn't be drawing i.e. sex organs, become aggressive or withdrawn, fear of specific adults for no reason. Neglect of a child happens if their needs are not being met by their family. The signs include lack of food, or lack of healthy food i.e. become obese. It's possible a child may come into the setting wearing dirty clothes, or have dirty skin, infections of their skin and head lice that hasn't been treated by parents and may become unwell on a frequent basis. Poor medical care when it is needed i.e. illness, injury or impairment which could lead to poor long term health. Lack of supervision or safety equipment at home leading to frequent accidents such as too much freedom, leaving a child at risk. Behaviour signs of neglect may include a child being nervous, attention seeking or clingy towards others. Unpopular or sad with others. Depending on their background they might even have to care for others, such as younger siblings or other family members, even their own parents depending on circumstances. Neglect could lead to a child being angry and tell lies.
Produce a 10-point action plan describing the actions for workers to take if a child or young person alleges harm or abuse. The action plan should be in line with policies and procedures in children and young people settings. You must provide a short description to accompany each action given. (Outcome 4.2) Description
If a child or young person is making a disclosure and is looking directly at me, then it is important that I maintain eye-contact. I will aim to make sure I am on the same level as the child or young person so they do not become intimidated. I will let the child or young person know that I cannot keep secrets or promise not to tell anyone. I will listen very carefully to a child or young person who makes a disclosure very carefully, and allow them to say what they need to say. I do not question a child or young person who makes a disclosure for more information that could influence the
Action Communicati on Same level No secrets Listen Do not
question Reassure Praise Duty of care Record
outcome of alleged abuse. I will reassure the child or young person that they have done the right thing by telling me and that it's not their fault. I will praise the child or young person for being brave and telling me about their ordeal. I will remember that my duty is not to investigate or question any concerns a child or young person has or an allegation but to follow my settings policy and procedure. I will make a written record of what I have been told by a child or young person making a disclosure. Including time, date, name of child making disclosure, name of person the concern was reported to and the exact words used during the disclosure. I will report my record of disclosure to my either my manager, line-manager or supervisor who will then lock it away securely.
Report
Give three examples of the rights of children, young people and their carers have in situations where harm or abuse is suspected or alleged. (Outcome 4.3)
Example 1
If a child or young person makes a disclosure alleging abuse then we need to follow our settings procedures on disclosures and protect the child or young person, they also have the right to know what we would do next. Children and young people have the right to be protected from significant harm or abuse at all times.
Example 2
In the event that a child has made a disclosure alleging harm or abuse to another person outside of their family, I.e. practitioner that works closely with the child, then once that has been recorded and reported, the family have a right to be kept informed about what has been said about them and to see the reports.
Example 3
If a child or young person decides to make a disclosure to an adult alleging harm or abuse by another person, they have the right to not be questioned at all regarding the disclosure. Children and young people also have the right to have their views taken into consideration in regards to any decisions about their own future following disclosure.
Produce a report explaining how to respond to evidence or concerns that a child or young person has been bullied. The report needs to cover the following sections;
Section1 Explain the different types of bullying and the effect that bullying can have on children or young people; giving examples of specific types. (Outcome 5.1) Section 2 Outline the relevant policies and procedures and state the reasons why they are in place. Explain how
relevant policies and procedures are implemented.

(Outcome 5.2)
Section 3 Use an example (either real or fictitious) of a child or young person who has suffered bullying. Describe how to support the child/young person and/or their family. (Outcome 5.3)
HOW TO RESPOND TO EVIDENCE OR CONCERNS THAT A CHILD OR YOUNG PERSON HAS BEEN BULLIED REPORT
In this report I will explain different types of bullying and the effects on children and young people, policies and procedures and and examples of children and young people who may of experienced being bullied and how we can help and support families. Section 1 - Explain the different types of bullying and the effect that bullying can have on children or young people; giving examples of specific types. There are many different types of bullying, and these types of bullying can come in the form of physical, verbal, emotional and even bullying on the internet as anyone in these times we live in can gain access to the internet. Physical bullying can be in the form kicking, slapping, coking, pushing, hitting, pinching, violence or threats by one individual to another. It can happen to anyone at any age including children and young people, adults and vulnerable adults and the elderly. Verbal bullying can be classed as one individual name calling, insulting, being sarcastic, spreading rumours and persistently teasing another another person with the intention of hurting that persons feelings. Emotional bullying involves things being said that could cause a person to feel bad about themselves, for example an individual being excluded, ignored, tormented, ridiculed and humiliated by others.
Cyberbullying involves using technology and communication methods such as access to mobile phones or the internet to target and upset someone else by using online social network sites to post messages, send text messages, emails, post up photos and video clips that can be humiliating. The effects are bullying can lead to victims of bullying suffer from depression, lack of confidence and low self-esteem, shyness. Sufferers can feel withdrawn, isolated and resort to substance abuse, and as a result of bullying, feel threatened and even suicidal and this will also affect their education and what they could be achieving in school. Section 2 Outline the relevant policies and procedures and state the reasons why they are in place. Explain how relevant policies and procedures are implemented. We have policies and procedures in place to intervene or prevent bullying. They are in place as we need to take bullying very seriously. It is also every child's right to enjoy and live a healthy life where they can achieve and reach their full potential, away from any abuse or neglect. Our settings Behaviour Management policy is in place to help practitioners make a distinction between three kinds of behaviour which are inconsiderate behaviour, hurtful behaviour and bullying. The policy and procedure in place includes strategies on each kind of behaviour, describing how we should approach and deal with these behaviours when they occur in the setting and also what we should not do. If the procedures and strategies in the policy are not working then we may need to make a referral to a Behaviour Support team where necessary to support the child and family. Section 3 Use an example (either real or fictitious) of a child or young person who has suffered bullying. Describe how to support the child/young person and/or their family.
In this report we will discuss a fictional child or young person who has experienced or suffered as a victim of bullying at his setting. Parents and staff including myself - at the school are unaware of what is happening to the child or young person. It is late in the day and the child has come to tell me that he is being bullied.
I let the child talk about and if he chooses to look directly at me then I need to maintain eye-contact. I listen carefully and make a mental note of the exact words and language used and reassure that I believe him. If the child asks what will happen to the bully, then I will say that the bully may need some help and support to make him stop behaving unacceptably. I do not promise not to tell, and I let the child know that I can help them by letting someone who is in a position of authority know what has happened. I say the to the child who has suffered from bullying that I will talk to them again and let him know what will happen next and reassure that they can talk to me again about it. I also tell him that if the bully attempts to upset and hurt him again, then he needs to tell an adult or another member of staff. I then record and report the child's disclosure, write down exact words used, making a note of who was present at the time. His parents may also require support as this can be very upsetting to find out that their child has been a victim of bullying. We will offer support to the parents of the child who did the bullying and work out with them a plan to handle their child's behaviour. We will share what has happened to the parents of the child who suffered bullying, and we will also explain to them that the other child is being helped to adopt more acceptable ways of behaving in the setting.
Answer the following questions.

1)
Give two examples of how to support children and young peoples self confidence and children and young peoples self esteem. (Outcome 6.1)
In our setting it is important to meet the needs of children and young people's development, including confidence and self-esteem which comes from personal, social, emotional development. We can support by encouraging to take part in activities such as team games. When we need to move from room to room we may offer the opportunity to a child i.e. 'the leader' to hold the door open. Another example is the importance of praising a child's art and craft creations, I.e. 'that is a lovely painting, well done!'. Even if the child does not catch the ball then it is important that we still praise them for having a go and for trying.
Another example during circle times is to let every child have their say, ideas on what games we can play, or anything they would like to tell the rest of the group. Or even a child centred approach to play, and offer children the opportunity to choose what activities they would like out today alongside the daily planning. This will help children feel independent and that can also affect their self-esteem.
2)
Explain why it is important to support resilience in children and young people. (Outcome 6.2)
It is important to support resilience in children and young people as it is linked to self-esteem and self-confidence. Sometimes children in a setting will disagree and conflict over one another. If we don't support their resilience then if during a conflict a child is labelled 'stupid' by another child then they may believe that comment and that could affect their self-esteem and selfconfidence. However if we can support the resilience of children in the setting then they are not likely to take the comment to heart. They will also be more likely to have that confidence be able to stand up for themselves and say 'no, I am not stupid' and also tell an adult about it so the conflict can then be resolved between the children.
3)
Give one example of how you could support resilience when working with children young people.
(Outcome 6.2)
We can support resilience in children and young people by encouraging independence in the setting, offering them responsibilities in activities i.e. who would like to be Ben's helper in the art area to mix paint, fill up the water and sand trays. Offer a child the lead role in an activity for example who can hold the door for Ben when we go for lunch?. Or offer the opportunity to choose what toys to have out on that table over there. It is important that we help children feel safe and secure in the setting and that we help them have secure attachments to the adults In the setting.
4)
Explain why it is important to work with a child or young person to ensure they develop strategies to
protect themselves and to make decisions about safety. (Outcome 6.3)

it is important that we can help children and young people develop strategies to protect themselves and make their own decisions when it comes to safety. This is so they can protect themselves in situations when they are vulnerable, and have the self-esteem, resilience and self-confidence to be able to tell an adult to prevent abuse or neglect, or that another child is bothering them. Or be able to make a disclosure without the fear of being ridiculed or having it dismissed. It is important that we can also teach children that their bodies are their own and that they don't have to show or demonstrate affection for others (i.e. hugging, kissing, or sitting on someones lap) if they do not want to. Children in a setting have access to help from an adult when going to the toilet i.e. let me know if you need me to wipe your bottom when you're finished if we know that child normally asks for help if they need it when going to the toilet, but also make sure the door is closed for privacy. If we can supervise children in the setting when doing activities then they will pick up from us, as the role models how to use equipment safely, this also applies to other forms of activities, such as an outing. It's important that we can demonstrate road safety when going out on visits with children and set a good example when it comes to crossing a road by talking through it. For example, on Forest School trips we should when crossing say so, we need to look left, can anyone see or hear any cars? and if clear, do the same again looking right look right, hear or see any cars? when making sure it is safe to cross. It is important that children know that they shouldn't answer the door for their own safety and protection unless there is an adult with them especially if it's an unexpected knock on the door from a stranger. For young people it is important that they have strategies and know what decisions to make to protect themselves from strangers, i.e. if a car pulls up near them and a stranger asks them to come with them, the child or young person should run away and tell an adult that they know. These examples are why it is important for us to work with children or young people to develop strategies to protect themselves and make decisions about
safety, as are the serious cases over the years that have involved children being abducted.
5)
Give three examples of ways of empowering children and young people to make positive and informed choices that support their well-being and safety
(Outcome 6.4)
Example 1
When on outings or visits that involve crossing roads, it is important that all members of staff demonstrate road safety to children and young people. For example, on Forest School trips we would normally have to cross the road three times. Here we would demonstrate by saying so, we need to look left, can anyone see or hear any cars? and if clear, do the same again looking right look right, can anyone hear or see any cars coming this way? and is it safe to cross?when making sure it is safe to cross. This is an example of supporting and empowering children and young people with a life skill promoting safety and well-being.
Example 2
Outside in the grass garden at the setting we have activities that allow children the opportunity to push their own boundaries, learn to recognise and manage risks for themselves. We have a climbing frame with a firemans pole on the end of it, and on the other side a slide. If a child wants to go down the pole we will encourage and talk a child through how they can go down without help use both hands on, now both legs, hold tight, land on feet, but we also make sure to let them know that if they cannot go down, then they can ask the adult that is supervising children on the frame for assistance. Praising children to boost their self-confidence and self-esteem and in turn resilience and making them feel empowered can help them push their own boundaries.
Example 3
In primary and secondary school, teachers have the opportunity to empower young people how to make informed choices that support their welfare and safety in life. Teachers can empower their pupils In a number of topics, from
sex education (health and methods of contraception, advice and support) lessons and passing on information about keeping safe in every day life (plan safe journeys, do not talk to strangers etc.) in school assemblies. Even making healthy food choices during lunch times.
Complete the following table outlining the importance of e-safety for children and young people. You will need to give examples of three risks and possible consequences for each issue. (Outcome 7.1) Risk
1) Disclosure of personal details to strangers online through social networking or chat software, i.e. Facebook, Live Messenger, Skype.
Issues Being on-line
Possible Consequences
1) Name, address, phone number in the wrong hands can lead to identity theft or a stranger who could use those details to harm someone.
2) Illegal behaviour online such as downloading music or computer games without paying the publishers or artists.
3) Having unsupervised
2) High Courts may force ISP's to handover personal details of customers who have been logged illegally downloading copyrighted content. These users may then face legal action from publishers of illegally
or unauthorised access to parents debit or credit card, or bank account details. downloaded content. 3) Young people could be tempted to use their parents debit or credit card to pay for items that they shouldn't be buying or indulge in activities such as online gambling. 1) Any form of bullying can leave the victim feeling many potential effects, such as isolation, shy, low on self-confidence and self-esteem and also lead to depression which in turn can lead to attempted suicide.
Mobile phone
1) Bullying (Physical, verbal, emotional and cyberbullying) including uploading content to internet profiles using applications such as twitter or Facebook that may cause embarrass to other individuals.
2) Use of social networks through mobile phones and adding strangers to their friends or contacts lists.
3) Exposure to premium rate services available through mobile phones.
2) Coming into contact with people they do not know i.e. a stranger or paedophile who then poses online as a child or young person, pretending to have the same interests in order to lure children and young people. This is known as child grooming.
3) Young People with
access to mobile phones that have internet access can easily be caught out by a premium rate subscription service from buying ring-tones or other mobile phone content.
Complete the following table to describe ways of reducing risk. You must give two examples of ways to reduce risk for each area. (Outcome 7.2) Area Social networking Ways of reducing risk
1) Discuss with children and young people the risks of strangers and how important it is that we shouldn't meet up with people we do not really know, and what we shouldn't do when signing up to social networking websites i.e. Facebook, giving out contact details to strangers. 2) We should make sure that children and young people only register to safe websites, and even then we should make it standard practice that they can only do this while supervised and with our permission to do so.
Internet use
1) Internet Browser Parental Control this can filter out inappropriate websites and content, and parents can also block additional websites. 2) Monitor children and young people's use of the Internet, either by making sure the screen can be seen by parents or adults when in use so we can see what is going on, and checking the history folder on a regular basis and making sure that filters are on at all times, or supervised use.
Buying online
1) Setting up Anti-Virus and Firewall software that prevents hackers or malicious programs hacking into a computer and stealing personal details such as debit or credit cards or identities. 2) Children or young people should not be allowed to buy or order things online. This can prevent details such as debit or credit card details falling into the wrong hands.
Using a mobile phone
1) Remind children or young people with mobile phones to never give out their contact details to strangers, and to not share images with people that they do not know or do not trust. Retailers of mobile phones have a duty to implement filters stopping children and young people accessing inappropriate content on brand new mobile phones. 2) Remind children or young people with mobile phones the risks of using mobile phones on public transport, especially if the phone is an expensive one, i.e. Android or iPhone as having one out
while travelling can make them a target of an attack and potential theft.
Marking criteria
Candidate name Assessor name Centre name Southend Adult Community College
To pass the assignment, the candidate is required to complete each task to the minimum standard indicated below. Task The candidate has: and Feedback A 1. Demonstrated knowledge and understanding of how duty of care contributes to safe practice B 2. Demonstrated knowledge and understanding of how to address conflicts or dilemmas that may arise between an individual and the duty of care C 3. Demonstrated knowledge and understanding of how to respond to complaints Met /not met Comments
Assignment passed? Yes / No
Assessor signature Date

Assignment 026 - For Unit 025

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Unit 026 Understand how to Safeguard the well-being of children and young people

Assignment Produce briefing notes or a report for an induction

Answer the following questions.

Why is it important to safeguard children and young people? (outcome 2.1)

Explain what is meant by partnership working in context of safeguarding. (Outcome 2.3)

NSPCC (National Society for the Prevention of Cruelty to Children)

Early Years Settings and Providers

Action Communicati on Same level No secrets Listen Do not

question Reassure Praise Duty of care Record

relevant policies and procedures are implemented.

Answer the following questions.

protect themselves and to make decisions about safety. (Outcome 6.3)

Issues Being on-line

3) Exposure to premium rate services available through mobile phones.

3) Young People with

Using a mobile phone

Assignment passed? Yes / No

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